Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that body composition, flexibility, and muscular strength work together in fitness (Where), having knowledge of these topics is important to know because it will help students later in life when they are out on their own and no longer being told when to exercise (Why), Students participate in physical activities that address personal fitness goals for the health-related fitness components(What) (H) 1.2 Lifelong fitness! (E) 1.3 Students will know body composition, flexibility, muscular strength, muscle weighs more than fat (Equip), The students will use the Ice-Cream Cone Organizer to show what they know about each health component. The students will then use the Circle the Sage activity to teach each other what they know about different areas of health (Explore), make a webpage on Weebly about the 3 topics, showing examples of each and find apps that compare them (Experience) (R) 1.4 Students will be given an exit card to write down what they've learned about the 3 components so that the teacher can review what needs to be considered moving forward (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product during the student conference will be given on a similar rubric with the student's input (Revise/Refine). (E-2) 1.5 Formative Assessment:Pre-Asessment: Students will complete a starting fitness survey to evaluate their knowledge before beginning the unit. Checking for Understanding: Student conference, exit card and Timely Feedback: Teacher, self (T) 1.6 Tailors Verbal: Written parts of the weebly and presenting their website to the class. Logic: Comparing body composition and muscular strength and calculating how they work together and against each other. Visual: Looking at different apps and adding them to your website and using different templates. Musical: Using music in their websites to convey the mood or tone of the different pieces students present. Kinesthestic: Students can add video of them showing exercises that use body comp, muscular strength, and flexibility. Intrapersonal: Students will use an exit card as a way to write down how they thought the project went and bring it to the student conference. Interpersonal: In the student conference the student and teacher will discuss the process and what they've taken away from the lesson. Naturalist: Students must find an example in nature that compares body comp, muscular strength and flexibility. (O) 1.7 Students will be able to make sense of and compare body composition, muscular strength, and flexibility, (Interpretation, Perspective)Product: Weebly and App presentation, Number of Days: 4-5 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that there are various cardiovascular training techniques (Where), it's important because it can help them know what kinds of cardiovascular training is in their range (Why), Students participate in physical activities that address personal fitness goals for the health-related fitness components(What) (H) 2.2 Specific ways to train cardiovascular health can help you know how and when to continue or increase level of exercise. (E) 2.3 Students will know heart rate, fitness, conditioning, cardiovascular, exercise, training schedule (Equip), Describing Wheel and Give One, Get One (Explore), collaborate on google docs how to present and show different cardiovascular techniques and demonstrate with Prezi how and where they are used (Experience) (R) 2.4 hand signals, observation (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product during the student conference will be given on a similar rubric with the student's input (Revise/Refine). (E-2) 2.5 Formative Assessment:Checking for Understanding: hand signals, observation and Timely Feedback: Teacher, self (T) 2.6 Tailors Verbal: Having conversations and creating a presentation on google docs. Logic: Students will be comparing different types of cardio training techniques for different types of people. Visual: Musical: Kinesthestic: Doing hands-on work during class while creating Prezi presentation. Intrapersonal: Students can choose to make their Prezi as a group or on their own. Interpersonal: Collaboration on google docs will give students the opportunity to work together. Naturalist: Consider different cardiovascular techniques done in nature. (O) 2.7 Students will be able to consider and recognize different cardiovascular training techniques, (Empathy, Self-Knowledge)Product: Google Docs and Prezi, Number of Days: 3-4 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that fitness is important in overall health (Where), understanding how fitness is important in staying healthy is important to convey when people are young so that they will continue to stay fit throughout their lives (Why), Students participate in physical activities that address personal fitness goals for the health-related fitness components(What) (H) 3.2 Compare levels of fitness from childhood to know and talk about goals the students have for when they are adults. (E) 3.3 Students will know fitness, diet, calories, certain foods boost your metabolism, calories can contribute to weight gain (Equip), Timeline and Rally Robin (Explore), show and model with an iMovie what a healthy lifestyle looks like (Experience) (R) 3.4 3-2-1, asking students questions to help check for understanding by giving 3 answers to one topic, then 2, then 1 (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product will be given on a similar rubric with the student's input (Revise/Refine). (E-2) 3.5 Formative Assessment:Checking for Understanding: 3-2-1 and Timely Feedback: Teacher, peer, self (T) 3.6 Tailors Verbal: Writing the script for the video gives the students a way to convey their ideas from the beginning. Logic: Visual: Musical: Students can add sound to their videos to enhance visuals and/or words. Kinesthestic: Doing hands-on by making an iMovie. Intrapersonal: Self evaluations at the end of the lesson so students can reflect on their own learning. Interpersonal: Doing a class rally robin is a group learning activity that gives the students time to work together and discuss in groups. Naturalist: Going outside and using nature to create visual of healthy lifestyle. (O) 3.7 Students will be able to describe a healthy lifestyle, (Explanation)Product: iMovie, Number of Days: 3-4 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that fitness is important in overall health (Where), understanding how fitness is important in staying healthy is important to convey when people are young so that they will continue to stay fit throughout their lives (Why), Students participate in physical activities that address personal fitness goals for the health-related fitness components(What) (H) 4.2 Watch class iMovies from Lesson 3 (E) 4.3 Students will know fitness, diet, calories, certain foods boost your metabolism, calories can contribute to weight gain (Equip), Time-Order Chart and Pair Discussion (Explore), choose either a fake alias and create a blog tracking how a daily healthy life would look like or blog their own habits and describe why they are healthy or not (Experience) (R) 4.4 Think-Pair-Share, students will contemplate on their own, work with a partner and then together they will explain what they discussed to the class (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product will be given on a similar rubric with the student's input (Revise/Refine). (E-2) 4.5 Formative Assessment:Checking for Understanding: Think-Pair-Share and Timely Feedback: Teacher, self (T) 4.6 Tailors Verbal: Students will be writing blog posts about either their own experiences or about a fictional character that they create. Logic: Students will be focusing on how meals and fitness work together and against each other. Visual: Creating the blog and personalizing the page so it is visually appealing and adding photos to blog posts. Musical: Use music as a way to design a blog, what songs help you get motivated to exercise, how does mood change your music and routine. Kinesthestic: Making meals and exercising throughout the week. Intrapersonal: Focusing on experiences and self, and reflecting on their own health. Interpersonal: Working together in groups with the think-pair-share activity. Naturalist: Focus blog on how natural foods are good for health and how you can use everyday objects to be active. (O) 4.7 Students will be able to design a meal/fitness plan over a weeks period (Application)Product: Blogging, Number of Days: 3-4 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Lifelong fitness!
(E) 1.3 Students will know body composition, flexibility, muscular strength, muscle weighs more than fat (Equip), The students will use the Ice-Cream Cone Organizer to show what they know about each health component. The students will then use the Circle the Sage activity to teach each other what they know about different areas of health (Explore), make a webpage on Weebly about the 3 topics, showing examples of each and find apps that compare them (Experience)
(R) 1.4 Students will be given an exit card to write down what they've learned about the 3 components so that the teacher can review what needs to be considered moving forward (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product during the student conference will be given on a similar rubric with the student's input (Revise/Refine).
(E-2) 1.5 Formative Assessment: Pre-Asessment: Students will complete a starting fitness survey to evaluate their knowledge before beginning the unit. Checking for Understanding: Student conference, exit card and Timely Feedback: Teacher, self
(T) 1.6 Tailors
Verbal: Written parts of the weebly and presenting their website to the class.
Logic: Comparing body composition and muscular strength and calculating how they work together and against each other.
Visual: Looking at different apps and adding them to your website and using different templates.
Musical: Using music in their websites to convey the mood or tone of the different pieces students present.
Kinesthestic: Students can add video of them showing exercises that use body comp, muscular strength, and flexibility.
Intrapersonal: Students will use an exit card as a way to write down how they thought the project went and bring it to the student conference.
Interpersonal: In the student conference the student and teacher will discuss the process and what they've taken away from the lesson.
Naturalist: Students must find an example in nature that compares body comp, muscular strength and flexibility.
(O) 1.7 Students will be able to make sense of and compare body composition, muscular strength, and flexibility, (Interpretation, Perspective) Product: Weebly and App presentation, Number of Days: 4-5 (Organize)
Lesson 2
(H) 2.2 Specific ways to train cardiovascular health can help you know how and when to continue or increase level of exercise.
(E) 2.3 Students will know heart rate, fitness, conditioning, cardiovascular, exercise, training schedule (Equip), Describing Wheel and Give One, Get One (Explore), collaborate on google docs how to present and show different cardiovascular techniques and demonstrate with Prezi how and where they are used (Experience)
(R) 2.4 hand signals, observation (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product during the student conference will be given on a similar rubric with the student's input (Revise/Refine).
(E-2) 2.5 Formative Assessment: Checking for Understanding: hand signals, observation and Timely Feedback: Teacher, self
(T) 2.6 Tailors
Verbal: Having conversations and creating a presentation on google docs.
Logic: Students will be comparing different types of cardio training techniques for different types of people.
Visual:
Musical:
Kinesthestic: Doing hands-on work during class while creating Prezi presentation.
Intrapersonal: Students can choose to make their Prezi as a group or on their own.
Interpersonal: Collaboration on google docs will give students the opportunity to work together.
Naturalist: Consider different cardiovascular techniques done in nature.
(O) 2.7 Students will be able to consider and recognize different cardiovascular training techniques, (Empathy, Self-Knowledge) Product: Google Docs and Prezi, Number of Days: 3-4 (Organize)
Lesson 3
(H) 3.2 Compare levels of fitness from childhood to know and talk about goals the students have for when they are adults.
(E) 3.3 Students will know fitness, diet, calories, certain foods boost your metabolism, calories can contribute to weight gain (Equip), Timeline and Rally Robin (Explore), show and model with an iMovie what a healthy lifestyle looks like (Experience)
(R) 3.4 3-2-1, asking students questions to help check for understanding by giving 3 answers to one topic, then 2, then 1 (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product will be given on a similar rubric with the student's input (Revise/Refine).
(E-2) 3.5 Formative Assessment: Checking for Understanding: 3-2-1 and Timely Feedback: Teacher, peer, self
(T) 3.6 Tailors
Verbal: Writing the script for the video gives the students a way to convey their ideas from the beginning.
Logic:
Visual:
Musical: Students can add sound to their videos to enhance visuals and/or words.
Kinesthestic: Doing hands-on by making an iMovie.
Intrapersonal: Self evaluations at the end of the lesson so students can reflect on their own learning.
Interpersonal: Doing a class rally robin is a group learning activity that gives the students time to work together and discuss in groups.
Naturalist: Going outside and using nature to create visual of healthy lifestyle.
(O) 3.7 Students will be able to describe a healthy lifestyle, (Explanation) Product: iMovie, Number of Days: 3-4 (Organize)
Lesson 4
(H) 4.2 Watch class iMovies from Lesson 3
(E) 4.3 Students will know fitness, diet, calories, certain foods boost your metabolism, calories can contribute to weight gain (Equip), Time-Order Chart and Pair Discussion (Explore), choose either a fake alias and create a blog tracking how a daily healthy life would look like or blog their own habits and describe why they are healthy or not (Experience)
(R) 4.4 Think-Pair-Share, students will contemplate on their own, work with a partner and then together they will explain what they discussed to the class (Rethink), the students will assess their own products based on the rubric (Rethink/Revise), and feedback by the teacher on the product will be given on a similar rubric with the student's input (Revise/Refine).
(E-2) 4.5 Formative Assessment: Checking for Understanding: Think-Pair-Share and Timely Feedback: Teacher, self
(T) 4.6 Tailors
Verbal: Students will be writing blog posts about either their own experiences or about a fictional character that they create.
Logic: Students will be focusing on how meals and fitness work together and against each other.
Visual: Creating the blog and personalizing the page so it is visually appealing and adding photos to blog posts.
Musical: Use music as a way to design a blog, what songs help you get motivated to exercise, how does mood change your music and routine.
Kinesthestic: Making meals and exercising throughout the week.
Intrapersonal: Focusing on experiences and self, and reflecting on their own health.
Interpersonal: Working together in groups with the think-pair-share activity.
Naturalist: Focus blog on how natural foods are good for health and how you can use everyday objects to be active.
(O) 4.7 Students will be able to design a meal/fitness plan over a weeks period (Application) Product: Blogging, Number of Days: 3-4 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe